The Correlation between Chinese Written Vocabulary Size and Cognitive, Emotional and Behavioral Factors in Primary School Students

Ning Pan, Yangfeng Guo, Jingwen Ma, Xiaoxuan Fan, Zhixin Yin, Xiaoyu Xu, Lei Cai, Yue Zhang and Xiuhong Li
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Ning Pan: Department of Maternal and Child Health, School of Public Health, Sun Yat-Sen University, Guangzhou 510080, China
Yangfeng Guo: Department of Prevention and Treatment for Common Disease, Guangzhou Health Promotion Center for Primary and Secondary School, Guangzhou 510080, China
Jingwen Ma: Department of Maternal and Child Health, School of Public Health, Sun Yat-Sen University, Guangzhou 510080, China
Xiaoxuan Fan: Department of Maternal and Child Health, School of Public Health, Sun Yat-Sen University, Guangzhou 510080, China
Zhixin Yin: Department of Maternal and Child Health, School of Public Health, Sun Yat-Sen University, Guangzhou 510080, China
Xiaoyu Xu: Department of Maternal and Child Health, School of Public Health, Sun Yat-Sen University, Guangzhou 510080, China
Lei Cai: Department of Maternal and Child Health, School of Public Health, Sun Yat-Sen University, Guangzhou 510080, China
Yue Zhang: Children’s Health Care Department, National Center for Women and Children’s Health, Chinese Center for Disease Control and Prevention, Beijing 100081, China
Xiuhong Li: Department of Maternal and Child Health, School of Public Health, Sun Yat-Sen University, Guangzhou 510080, China

IJERPH, 2021, vol. 18, issue 15, 1-15

Abstract: Written vocabulary size plays a key role in children’s reading development. We aim to study the relationship between Chinese written vocabulary size and cognitive, emotional, and behavioral factors in primary school students. Using stratified cluster sampling, 1162 pupils from Grade 2~5 in Guangzhou were investigated. Chinese written vocabulary size, cognitive, emotional, and behavioral factors were assessed by the Chinese written vocabulary size assessment scale, the dyslexia checklist for Chinese children (DCCC) and the Strengths and Difficulties Questionnaire (SDQ), respectively. The scores of visual word recognition deficit ( ? = ?3.32, 95% CI: ?5.98, ?0.66) and meaning comprehension deficit ( ? = ?6.52, 95% CI: ?9.39, ?3.64) were negatively associated with Chinese written vocabulary size; the score of visual word recognition deficit (odds ratio (OR) = 1.04, 95% CI: 1.02, 1.07) was the related factor of a delay in written vocabulary size. The score of meaning comprehension deficit was negatively associated with boys’ Chinese written vocabulary size, while the score of auditory word recognition deficit was negatively associated with girls’ Chinese written vocabulary size. The related factor of a delay in written vocabulary size was spelling deficit in boys and visual word recognition deficit in girls. There is a significant correlation between Chinese written vocabulary size and cognitive factors, but not emotional and behavioral factors in primary school students and these correlations are different when considering gender.

Keywords: Chinese character; written vocabulary size; emotional factor; behavioral factor; child (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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